How to teach digital reading?

Lim, Fei Victor; Toh, Weimin

doi:10.11645/14.2.2701

Cited by 19 publications

(12 citation statements)

References 68 publications

(88 reference statements)

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“…Without seeing their classmates struggle with the reading, students can often feel like they alone are having trouble. It is important for students to feel that they are in a community of readers for them to succeed (Lim and Toh, 2020). In our study, however, students being in a space with others helped them to focus, whether the others in the space were reading themselves.…”

Section: Discussionmentioning

confidence: 99%

The reader's way: student process guiding library practice

Armstrong¹,

Insua²,

Lantz³

2023

RSR

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PurposeThis paper explores the academic reading behaviors of first-year students in an attempt to understand their experiences and develop potential reading interventions to support undergraduate students.Design/methodology/approachResearchers used qualitative research methods to elicit in-depth findings regarding reading behaviors. They interviewed fifteen first-year students who had completed a required writing course regarding their reading habits and used open coding to analyze interviews.FindingsInvestigators discovered that the narrative from national media that students do not read discounts the volume and variety of texts that students regularly interact with in a variety of contexts. Several themes emerged from the interviews: (1) Students like to read in a variety of designated spaces at any time of the day or night, (2) Students prefer reading in print, but mostly read online, and (3) Students reported difficult vocabulary as the most significant challenge in reading academic texts, but also reported emotional concerns regarding reading.Originality/valueWhile previous studies have focused on factors such as format preference and time limitations that influence reading behaviors, this study contributes to the body of research looking at the reading behaviors of college students more holistically, providing new insights informing a range of library interventions to support student success in academic reading. In its use of student interviews, this study offers a student-centered contribution to the literature on student reading behaviors and considers the implications of these behaviors on librarian practice.

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Section: Discussionmentioning

confidence: 99%

The reader's way: student process guiding library practice

Armstrong¹,

Insua²,

Lantz³

2023

RSR

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“…According to Lim and Toh (2020), digital reading is defined as process of obtaining information from texts that are available in tablets or other gadgets. Digital reading is not same with reading in printed format in the sense that it requires different strategies, for example browsing, keywords spotting, non-linear reading, and selective reading (Liu, 2005).…”

Section: Digital Readingmentioning

confidence: 99%

“…Digital reading is not same with reading in printed format in the sense that it requires different strategies, for example browsing, keywords spotting, non-linear reading, and selective reading (Liu, 2005). Lim and Toh (2020) add that students have to gain reading skills in digital environment because they deal not only locating specific information, but also engaging with information process for drawing inferences, making connection over all ideas and information, and constructing arguments. Therefore, with the reading behaviour shift from reading from printed materials towards digital reading, students are likely to experience challenges and develop strategies afterward in order to understand reading text comprehensively.…”

Section: Digital Readingmentioning

confidence: 99%

Academic Purposes Digital Reading

Mardiah¹,

Melati²,

Safitri³

2021

Proceedings of the Fifth International Conference on Language, Literature, Culture, and Education (ICOLLITE 2021)

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Digital reading is part of English as a foreign language (EFL) students' academic activity in this digital era. Exploring the practices of academic digital reading and the challenges the students face are the purposes of this qualitative study. The participants were the undergraduate EFL students in a public university in Jambi who were in the process of developing the ideas for their thesis. The data were taken through informal interview in WhatsApp group, questionnaire through google form, and focus group discussion through zoom meeting. Qualitative analysis on the data shows that the students practiced reading digitally for their academic assignment and task. They applied certain strategies such as skimming, rereading the text, highlighting and note taking, and generating keywords. During their reading practice, students faced some challenges that can be grouped into three intervening issues. The first is reading process itself, the second is reading in digital environment, and the last is reading in EFL context. In consequence, these issues influenced the students' comprehension toward the text, such as determining the main ideas and understanding the details. Based on the challenges found, it is important to equip students with digital reading strategies, and information literacy skills.

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“…has led to a change in the reading behaviors of individuals (Odabaş et al, 2018). However, in digital reading, students need to develop reading strategies not only to search for specific information, but also to make inferences, create complex arguments and process information (Lim & Toh, 2020).…”

Section: Introductionmentioning

confidence: 99%

Digital Reading and Writing Attitudes of Preservice Elementary Teachers: A Correlational Research

Bozgün

Can

2022

IJELS

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This study aims to examine the relationship between digital reading and digital writing attitudes of preservice elementary teachers. The sample of the research consists of 294 preservice elementary teachers studying at the faculty of education. The research sample was determined using the convenience sampling method. Attitude Scale for Digital Writing, Attitude Scale towards Digital Reading, and Personal Information Form were used as data collection tools. Data were analysed using R Studio software. Independent sample t-test, one-way ANOVA and simple linear regression analysis were used in the analysis process. The findings indicated that the reading attitudes and writing attitudes scores of the preservice elementary teachers did not differ according to gender, age, and grade level. However, it was found that the preservice teachers who stated that they read digital books had a higher level of reading and writing attitudes than the preservice teachers who stated that they did not read. It has been determined that there is a high level of significant relationship between digital reading and writing attitudes. According to the results of the simple linear regression analysis, it was found that the writing attitudes of the preservice elementary teachers who had high digital reading attitude levels were also high. As a result, it can be said that as the digital reading attitudes of the preservice elementary teachers increase, their attitudes towards writing will also increase. Experimental studies can be conducted to determine the effect of reading digital books on digital writing attitudes.

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How to teach digital reading?

Cited by 19 publications

References 68 publications

The reader's way: student process guiding library practice

The reader's way: student process guiding library practice

Academic Purposes Digital Reading

Digital Reading and Writing Attitudes of Preservice Elementary Teachers: A Correlational Research

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